Point of view in personal memories

A structural aspect of personal memories was examined in four studies. In some memories, one has the perspective of an observer, seeing oneself “from the outside.” In other memories, one sees the scene from one's own perspective; the field of view in such memories corresponds to that of the original situation. The existence of “observer” and “field” memories was confirmed in Study 1, using a recall questionnaire. In Study 2, the similarity structure of a specified set of eight to-be-recalled situations was established: the significant dimensions were “emotionality” and “self-awareness.” Study 3 related these dimensions to the observer-field distinction; situations involving a high degree of emotion and selfawareness were most likely to be recalled with an observer perspective. Recall set was varied in Study 4: a focus on feelings (as opposed to objective circumstances) produced relatively more field memories. Studies 3 and 4 also showed that events reported as more recent tend to be recalled in the field mode. Thus a qualitative characteristic of personal memories—the perspective from which they are experienced—is apparently related to characteristics of the original event, to the individual's purpose in recalling that event, and to the reported recall interval.     

Minds at rest? Social cognition as the default mode of cognizing and its putative relationship to the "default system" of the brain

The “default system” of the brain has been described as a set of regions which are ‘activated’ during rest and ‘deactivated’ during cognitively effortful tasks. To investigate the reliability of task-related deactivations, we performed a meta-analysis across 12 fMRI studies. Our results replicate previous findings by implicating medial frontal and parietal brain regions as part of the “default system”.However, the cognitive correlates of these deactivations remain unclear. In light of the importance of social cognitive abilities for human beings and their propensity to engage in such activities, we relate our results to findings from neuroimaging studies of social cognition. This demonstrates a remarkable overlap between the brain regions typically involved in social cognitive processes and the “default system”.We, henceforth, suggest that the physiological ‘baseline’ of the brain is intimately linked to a psychological ‘baseline’: human beings have a predisposition for social cognition as the default mode of cognizing which is implemented in the robust pattern of intrinsic brain activity known as the “default system”.     

Measuring grief after sudden violent death: Zeebrugge bereaved at 30 months

The Expanded Texas Inventory of Grief was used to measure the intensity of grief reactions in those bereaved by the Zeebrugge Disaster 30 months on. “View of Life” items were also included. The ETIG scores reported confirm the view that those bereaved by disaster or other sudden death score higher than those affected by bereavements which are expected. Further, the scores of the bereaved, who did not experience the impact, are somewhat higher than the scores of the survivors, who did, on all the measures used. The ETIG as a whole correlates highly with measures of general psychological symptoms and intrusive and avoidant trauma reactions, although there are indications that each measure relates to different areas of symptoms. There is strong support for the idea that avoidance and denial are central to prolonged grief reactions as well as to post-traumatic reactions. “View of Life” items did not correlate with other measures and seem to have little value in predicting psychological symptoms. The use of these items, which appear in later revisions of the scale (TRIGVOL) may indicate that this particular version has reduced clinical utility. A short form of the ETIG is suggested.     

“I think it, therefore it’s true”: Effects of self-perceived objectivity on hiring discrimination

A sense of personal objectivity may prompt an “I think it, therefore it’s true” mindset, in which people assume that their own beliefs and introspections are, by definition, valid and therefore worthy of being acted on. In the present studies, priming a sense of personal objectivity increased gender discrimination, particularly among decision-makers who endorsed stereotypic beliefs or who had stereotypic thoughts made cognitively accessible through implicit priming. Implications for discrimination in organizational contexts, and for theories of attitude–behavior consistency, are discussed.     

Identifying g: A review of current factor analytic practices in the science of mental abilities

Factor analysis is arguably one of the most important tools in the science of mental abilities. While many studies have been conducted to make recommendations regarding “best practices” concerning its use, it is unknown the degree to which contemporary ability researchers abide by those standards. The current study sought to evaluate the typical practices of contemporary ability researchers. We analyzed articles reporting factor analyses of cognitive ability tests administered to adult samples over a 12 year period. Results suggest that, in aggregate, the science of mental abilities seems to be doing well with respect to the issues of sample size, number of indicators (relative to number of factors) and breadth of indicators. Further, our results suggest that the majority of ability researchers are using methods of factor analysis that allow for the identification of a g factor. However, 14.57% failed to use a method that allowed a common factor to emerge. These results provide insights regarding the methodological quality of the science of mental abilities, and will hopefully encourage further “introspective” research into the science of mental abilities.     

Personality, anxiety and functional dysphonia

Psychological factors are considered for the predisposition and perpetuation of functional dysphonia. In the present study 61 patients with functional dysphonia were compared with 61 healthy controls, matched by age, sex, and occupation with respect to Cloninger’s personality model, mood, and anxiety.The patients with functional dysphonia presented significantly higher scores than the healthy controls with respect to “harm avoidance” (HA); depressive symptoms; symptoms of unspecific and general anxiety; symptoms of specific anxiety concerning “health”, “illness”, and “extraversion versus introversion”. No significant differences were found in “novelty seeking” (NS), “reward dependence” (RD), “persistence” (PE), or in state-anxiety and anxiety of social situations. These results were found considering univariate and multivariate analyses and confirm the relationship of psychological factors such as personality traits, mood, and anxiety on one hand and conversion disorder in general and functional dysphonia in particular on the other hand. This important relationship should be considered in the diagnostic and therapeutic interventions of functional dysphonia.     

Perceived Sources of Happiness: A Network Analysis

This study investigated the perceived sources of happiness among young men and women. Rank scores of the perceived reasons for happiness were compared between the two groups and seven significant differences were discerned. Men ranked “sexual activity”, “sports”, being “liked” and having a “good social life” significantly higher than women. Women ranked “helping others”, having a “close family” and being “loved by loved ones” significantly higher than men. A modified form of network analysis was also conducted. Both networks demonstrated similar core representations of happiness with a focus on self-confidence, being free of stress, occupational and social factors, family support and personal relationships. However, the networks show an association between sexual activity and male personal relationships, whereas emotional factors are associated with female personal relationships. The male network also demonstrates the importance of sports and physical activity in male happiness. Despite some gender differences, it is suggested that the similarities within the mean rank scores and networks form the core elements of a shared social representation of happiness.     

The self and dreams during a period of transition

The content of dreams and changes to the self were investigated in students moving to University. In study 1, 20 participants completed dream diaries and memory tasks before and after they had left home and moved to university, and generated self images, “I am…” statements (e.g. I am an undergraduate), reflective of their current self. Changes in “I ams” were observed, indicating a newly-formed ‘university’ self. These self, images and related autobiographical knowledge were found to be incorporated into recent dreams but not into dreams from other periods. Study 2 replicated these findings in a different sample (N = 55). We suggest that these data reflect a period of self-consolidation in which new experiences and self images are incorporated into autobiographical memory knowledge structures representing personal goals during sleep.     

Moral Dilemmas and Offence

In 1963 Roderick Chisholm proposed a category of acts called “offences” to capture what he called acts of “permissive ill-doing.” Chisholm’s proposal has proven to be controversial. Here I propose that some progress can be made in validating acts of offence by focusing upon moral dilemmas. Given the problems which have been alleged to beset moral dilemmas, this may initially seem like a puzzling strategy. However, I will call attention to a type of moral dilemma unlike what is standardly discussed in the literature and attempt to show that those who acknowledge that such dilemmas are possible are likewise obliged to acknowledge that acts of offence are possible. My suggestion, then, is that, since the former are plausible to acknowledge, so are the latter.     

Gadamer and the Otherness of Nature: Elements for an Environmental Education

In this work I search for elements that contribute to the development of the ethical dimension of environmental education. I start with the existence of what C.A. Bowers calls “areas of silence” in the curriculum in both schools and universities. The reason for this silence, I argue, is to be found in the Cartesian conceptual structures of curricula. I suggest that the works of Bacon, Galileo and Descartes provoke a twofold process that I have termed the forgetting of tradition and objectification of nature. As a corrective to this process, I explore the possibilities that the philosophical hermeneutics of Hans-Georg Gadamer opens for rehabilitation of tradition and de-objectification of nature. I work with the concept of the “dignity of things” present in Greek dialectics: that nature is not simply a projection of mind (as the neo-Kantians claim), but something that thought suffers. In my conclusions I argue that for nature to be reinserted into almost all areas of knowledge it is necessary that we respect “the otherness of nature.”     

The Use of Homework in Cognitive Behavior Therapy: Working with Complex Anxiety and Insomnia

Homework, or self-help, is an essential and required part of cognitive behavioral treatment. It offers several opportunities for the therapist to extend and increase therapy contact by having the patient “live” the therapy outside of the consulting room. It can also serve as a measure of the patient’s motivation for therapy or for change. Homework offers the patient an opportunity to practice what has been developed and discussed in the therapy session. By trying out new behaviors, new ideas, or new emotional responses, the patient can make “real” what has been an abstraction in the therapeutic dialogue. The homework becomes an opportunity for gathering data. Inasmuch as the homework grows “organically” from the session content, it is relevant and timely. Homework provides continuity between sessions. Rather than sessions being discrete moments in time, they are chained together by the homework from the previous session being included in the agenda for the subsequent session. The homework can be structured to involve significant others. This is essential in many therapeutic situations, and having the significant others involved can substantially aid in relapse prevention. Finally, effective homework helps to build therapeutic collaboration and afford the patient the opportunity for building self-efficacy. Using several case examples, this paper describes the functions and impediments to using homework in CBT.     

Volition as cognitive self-regulation

Living organisms exhibit various levels of self-regulation, the highest of which is man's ability to regulate the operation of his conceptual faculty. Ayn Rand's theory of free will, the basis of this article, identifies this level of self-regulation with volition. The locus of direct volitional choice is placed in the choice “to think or not to think,” where thinking is understood as rational, purposefully directed cognition. The nature of this choice is analyzed in detail, with special emphasis on Rand's concept of mental “focus.” The epistemological status of the theory is discussed, including the role of introspective evidence in its behalf. It is argued that one's volitional control over one's own thinking has the status of an axiom, and that any attempted denial of this control is self-refuting.     

Externalism, the environment, and thought-tokens

In “Contents just are in the head” (Erkenntnis 54, pp. 321–4.) I have presented two arguments against the thesis of semantic externalism. In “Contents just aren’t in the head” Anthony Brueckner has argued that my arguments are unsuccessful, since they rest upon some misconceptions regarding the nature of this thesis. (Erkenntnis 58, pp. 1–6.) In the present paper I will attempt to clarify and strengthen the case against semantic externalism, and show that Brueckner misses the point of my arguments.     

Rod Cocking's legacy: The development of psychological distancing

Thirty years of work on psychological distancing is discussed in this article. The psychological construct of psychological distance was applied to the development of children's developing representational abilities over 30 years ago [Sigel, I. E. (1970). The distancing hypothesis: A causal hypothesis for the acquisition of representational thought. In: M. R. Jones (Ed.), Miami symposium on the prediction of behavior, 1968: Effect of early experiences (pp. 99–118). Coral Gables, FL: University of Miami Press]. The construct has changed knowledge in three areas: (1) changes in the child's developmental status as a result of reflection on general properties of interactions with the world as well as maturation, (2) the effects of different modes of formal instruction in schooling on the development of children's thinking, and (3) the relationship of one's beliefs about how development occurs to behaviors with children that create “distancing experiences” for children. The distancing construct itself has been broadened further as the notion of psychological distance has been applied to areas as diverse as delay of gratification, divorce, video game play, and resolution of interpersonal conflicts [Cocking, R. R., & Renninger, K. A. (Eds.) (1993). The development and meaning of psychological distance. Hillsdale, NJ: Erlbaum]. The distancing construct was evident in Rod Cocking's own program of psychological inquiry. However, much of his legacy to the field lies in his Educational Testing Service (ETS) work that extended the usefulness of this construct for other researchers working in a variety of domains of development and in his ability to see the implications of research from this perspective for the lives of children.     

Consonances and controversies: Investigation and its discontents revisited

The author responds to the commentaries of 13 experts on his 1980 American Psychologist article, “Investigation and its discontents: On some constraints on progress in psychological research.” Among the themes addressed are the role of theory in psychological research, the meanings and implications of “productivity” by scholars and researchers, the role of grants, and of money in general, in directing research efforts, and the relation between psychological and neuropsychological research.     

Disentangling the course of epistemic development: parsing knowledge by epistemic content

Over the past three decades, research into the developmental course by means of which persons come to an increasingly mature conception of the knowing process has yielded an highly defracted picture. Despite some concert of opinion about the general bill of particulars, what remains deeply problematic is the increasingly radical disagreement that has arisen regarding the ages at which major milestones in the course of epistemic development are said to be reached. As a way of making some sense of these competing claims, it is argued that the emerging insight that knowledge is ineluctably shaped by those doing the knowing (i.e., that there is an unavoidable “world-to-mind direction of fit” (J.R. Searle, Intentionality: An Essay in the Philosophy of Mind, Cambridge University Press, Cambridge, 1983) between things in the world and the manner of their understanding) does not arrive in a single piece. Instead, as the data presented here help to illustrate, an appreciation of the constructed character of knowledge more commonly arrives piecemeal and at different ontogenetic moments, the times of which are governed by the place that different objects of knowledge occupy along an envisioned continuum of diverse epistemic contents. On this account, not all “facts of the matter” are ordinarily seen to occupy the same epistemic footing. Rather, some so-called facts are commonly understood to be of an “institutional” sort, where “representational” diversity is early expected and widely tolerated. By contrast, other objects of knowledge are imagined to be more like “brute” facts that, on some less mature readings, fully escape the clutches of subjective opinion. Viewed against the backcloth of this proposed continuum, a developmental sequence hypothesized according to which growing persons first come to view “institutional” facts as humanly constructed before subsequently coming to a similar view about presumptively “brute” facts. To test this hypothesis, 242 young persons were administered a paper and pencil measure of epistemic reasoning (the EDQ). Results strongly support the hypothesis that respondents understood the interpretive nature of beliefs about “institutional” facts at an earlier age than so-called “brute” facts.     

Functional similarity and interpersonal attraction

A pair of related experiments examined the relationship of functional similarity (i.e., the degree of similarity between two interactants in assessing mutually known others on personal construct dimensions) to interpersonal attraction. In Experiment I, 10 previously unacquainted college students of both sexes participated in 10 hours of dyadic disclosure exercises over a 5-week period. As predicted, members of high functional similarity dyads evidenced greater attraction to one another than did members of low functional similarity dyads. Experiment II investigated the relationship of functional similarity to level of acquaintance (i.e., friends, nominals) and type of assessment (i.e., physical, interactional, psychological) in a 2 × 3 factorial design. As hypothesized, “friendship” pairs of male undergraduates displayed greater functional similarity than did “nominal” pairs from the same population, particularly at the deeper level of “psychological” assessment. Results are discussed in relation to classical conditioning (D. Byrne, In L. Berkowitz (Ed.), Advances in experimental social psychology, Vol. 4. New York. Academic Press, 1969), affect-reinforcement (G. L. Clore, In S. W. Duck (Ed.), Theory and practice in interpersonal attraction. New York/London: Academic Press, 1977) and information processing ( I. Ajzen, In S. Duck (Ed.), Theory and practice in interpersonal attraction, New York/London: Academic Press, 1977) models of interpersonal attraction, and are interpreted as supporting and extending (S. Duck's Theory and practice in interpersonal attraction, New York/London: Academic Press, 1977) filtering theory of friendship formation.     

Cognitive epidemiology: With emphasis on untangling cognitive ability and socioeconomic status

This commentary touches on practical, public policy, and social science domains informed by cognitive epidemiology while pulling together common themes running through this important special issue. As is made clear in the contributions assembled here, and others (Deary, Whalley, & Starr, 2009; Gottfredson, 2004; Lubinski & Humphreys, 1992, 1997), social scientists and practitioners cannot afford to neglect cognitive ability when modeling epidemiological and health care phenomena. However, given the dominant concern about the confounding of general cognitive ability (GCA) and socioeconomic status (SES), and the extent to which SES is frequently seen as the primary cause of health disparities (while GCA is neglected as a possible influence in epidemiology and health psychology), some methodological applications for untangling the relative influences of GCA and SES are reviewed. In addition, cognitive epidemiology is placed in a broader context: Just as cognitive epidemiology facilitates an understanding of pathology (“at risk” populations, and ways to attenuate undesirable personal and social conditions), it may also enrich our understanding of optimal functioning (“at promise” populations, and ways to identify and nurture the human and social capital needed to develop innovations for saving lives, economies, and perhaps even our planet). Finally, while GCA is likely the most important dimension in the study of individual differences for modeling healthy behaviors and outcomes, other relatively independent dimensions of psychological diversity do add value (Krueger, Caspi, & Moffitt, 2000). For example, compliance has at least two psychological components: a “can do” competency component (ability) and a “will do” motivational component (conscientiousness). Ultimately, developing and modeling healthy behaviors, interpersonal environments, and medical maladies are best accomplished by teaming multiple dimensions of human individuality.     

The equalitarian dogma revisited

Henry Garrett (1961), a president of the American Psychological Association, claimed that “the equalitarian dogma,” the belief that Blacks and Whites are genetically equal in cognitive ability, was the “scientific hoax of the century.” Since then, the dogma has become more ingrained, despite increased contrary evidence. The dogma has been perpetuated by intimidation as well as by pious thinking. Its long endurance is a scandal of great proportion and illuminates how science works, and sometimes does not. I discuss (a) current international data on race differences; (b) their genetic and evolutionary origins; (c) political fallout from my presentations; (d) corruption of scholarship that has occurred, illustrated partly by the example of Cyril Burt; and (e) what should be done to improve matters.